1. Universal Scoring Rules
Module VII
Universal Scoring Rules
This portion of the training reviews the required elements of an entry and evidence. The requirements are called Universal Scoring Rules. In order for an entry to be scored, it must meet the Universal Scoring Rules. When an entry does not meet the Universal Scoring Rules, it is unscorable and receives zeros for all dimensions.
NJ APA Teacher Training - Module VII. This PowerPoint in its entirety is for the exclusive use of New Jersey educators. All other uses of this document are forbidden without written permission from the NJDOE.

2. Evidence
It is a requirement that two pieces of evidence must be submitted for each APA entry.
If an entry does not have at least two pieces of evidence (OR has more than four pieces of evidence) per entry, it will receive a score of zero for all dimensions.
Two pieces of evidence are all that is required for APA.
The Universal Scoring Rules and all APA Requirements must be met on two pieces of evidence in order for the entry to be scored based on the APA Scoring Rubric.
Otherwise, the entry will receive a zero for all dimensions.
For more information on acceptable evidence, review Module III of the training and your Procedures Manual.
Remember, evidence is the documentation of student performance of the skill or skills stated in the CPI Link, and the Universal Scoring Rules and all APA Requirements must be met on both the initial piece and the final piece of evidence.
Two pieces of evidence per entry are all that is required for the APA.
An entry cannot have more than four pieces of evidence. If it does, it will receive a score of zero for all dimensions.
NJ APA Teacher Training - Module VII

3. Universal Scoring Rules
The evidence must include the student’s name.
The evidence must include the complete date (month/day/year).
Verify that the dates fall within the appropriate collection period:
September 2, November 14, 2014 for the first piece of evidence
December 8, February 13, 2015 for the second piece of evidence
The evidence must be presented in the appropriate format.
The evidence must reflect the student’s mode of communication.
The evidence must include at least 5 items.
The evidence must show student responses for at least 5 items.
The evidence must assess the entire link while connecting to the essence of the CPI, standard, and strand.
Both pieces of evidence must assess the same CPI Link and skills.
The evidence must not include more than the skills contained within the CPI Link.
Note: The USRs pertain to both student work samples.
There are 9 Universal Scoring Rules. All Universal Scoring Rules must be met on both the initial and final pieces of evidence in order for the entry to be scorable.
The following slides break down the Universal Scoring Rules to help you better understand these requirements.
NJ APA Teacher Training - Module VII

4. Universal Scoring Rules
Rules we have covered in earlier modules:
The evidence must include the student’s name.
The evidence must include the complete date (month/day/year).
Verify that the dates fall within the appropriate collection period:
September 2, November 14, 2014 for the first piece of evidence
December 8, February 13, 2015 for the second piece of evidence
Note: The complete date must be written on the evidence at the time the activity is completed. No dates should be left blank, you may not put the date on at a later time, and you may not change a date in order to make it fit in to a collection period.
Recall that all evidence must include the student’s name, whether hand-written or typed by the student or the teacher, and all evidence must include the complete date and be collected during the appropriate timeframe. Note that the date must be written on the student work at the time the activity is completed. No dates should be left blank to be recorded at a later time and dates may not be changed in order to make the evidence fit the collection period.
NJ APA Teacher Training - Module VII

5. Universal Scoring Rules
Rules we have covered in earlier modules:
Appropriate format
All activities must be presented in the format of a student work sample or acceptable photographs that meet evidence requirements.
Acceptable photographs include a series of captioned photographs evidencing the student performing the skill OR
A photograph of a student work sample that is too large or bulky to fit into a portfolio binder
If an inappropriate format is used as evidence, the entry will be considered unscorable and will receive a zero for each dimension of the APA Scoring Rubric. Inappropriate format includes, but is not limited to:
Data charts
Photographs that do not follow the guidelines provided in Module III
True/False
Yes/No
Videotapes or DVDs
Audiotapes
It is also important to remember that there are two types of evidence that are acceptable for inclusion in the student’s portfolio: student work samples and acceptable photographs, as described in Module III.
Please review Modules III, IV, and V when designing assessment items to ensure they are considered appropriate format. If an inappropriate format is included, then the entry will be considered unscorable and receive a zero for each dimension of the APA Scoring Rubric.
NJ APA Teacher Training - Module VII

6. Universal Scoring Rules (continued)
Rules we will cover now:
The evidence must reflect the student’s mode of communication.
The evidence must include at least 5 items.
The evidence must show student responses for at least 5 items..
The evidence must assess the entire link while connecting to the essence of the CPI, standard, and strand.
Both pieces of evidence must assess the same CPI Link and skills.
The evidence must not include more than the skills contained within the CPI Link.
Throughout the rest of Module VII we will give examples and non-examples of these rules.
NJ APA Teacher Training - Module VII

7. Rule 4: Mode of Communication
Mode of Communication: means by which  a student accesses, comprehends, and responds to information that is being communicated; may involve specialized aids, supports, and assistive technology.
All activities must be presented in a format that allows the student to review each item and his/her answer, even when photographs or scribing are used to document the assessment.
This means that the student’s mode of communication must be used for each activity
for example, if the student uses tactile cues to communicate, then the activities used to assess the student must be presented with tactile cues.
It is important that the activities be presented in such a way that the student can review his/her work. So, if the student uses an alternate mode of communication, then that mode should be used in presenting the activities consistently throughout the portfolio, and that should also be the mode of communication the student uses to respond to the items on the activities.
Note: Always remember to assume competence in student learning by reviewing the work with the student after each assessment activity is graded.
NJ APA Teacher Training - Module VII

8. Mode of Communication
5.9.8B1 Far Link: Identify various objects in our solar system - must include more than the planets*
The student’s mode of communication must be used for each activity.
The student is asked to identify various objects in the solar system.
Because this student is visually impaired, the activity is presented to him in braille and with tactiles from which to choose his responses.
+ I
+ v
This activity is in the student’s mode of communication. Sha’Quan uses braille and tactile cues to communicate. For this activity, the student is provided with tactile objects paired with braille from which to choose his responses, thus allowing him to review each of the items as well as his answers. In addition, raised markers (shown in red with a smile to denote a correct response and a frown to denote an incorrect response) allow Sha’Quan to review his work after it has been graded.
NJ APA Teacher Training - Module VII

9. Rule 5: Five Items
An activity submitted as evidence must include at least 5 test items.
For example:
A student will classify 5 (or more) animals as either herbivore, omnivore, or carnivore, making sure each type is identified at least one time.
A student will identify 5 (or more) parts of the circulatory system.
A student will identify at least 3 examples of earth’s rotation, and at least 2 examples of the earth’s revolution (or vice versa).
This is the first of a series of slides concerning the Universal Scoring Rule of five items. Based on the number and types of skills included in a CPI Link, what is considered five items isn’t always apparent.
NJ APA Teacher Training - Module VII

10. Rule 5: Five Items
The Five Items Resource found within the Content Guide and Five Items Resource document was created to provide teachers with examples of what constitutes five items for certain CPI Links where it may not be apparent.
This resource can be found on the Questar website at
CPI Links for which examples are included in the Five Items document are denoted with an asterisk at the end of the link statement.
CPI 5.9.8B1 Describe the physical characteristics of the planets and other objects within the solar system and compare Earth to the rest of the planets.
Essence of the CPI: Compare the Earth’s physical characteristics to those of other objects in our solar system (including planets)
Matched Link
Near Link
Far Link
Compare and contrast the physical aspects of the Earth to other objects in our solar system*
Identify similarities and differences between objects in our solar system*
Compare the physical aspects of planets and other various objects in our solar system to each other*
Classify planets and other objects in our solar system as terrestrial (rocky) or gaseous*
Identify various objects in our solar system––must include more than planets*
Identify physical characteristics of planets*
Remember, an asterisk at the end of a CPI Link means that you can find an example of what constitutes five items for that CPI Link in the Content Guide and Five Items Resources. Five items are assessed accurately when the content of the Standard, Strand, and CPI, as well as the content and all skills of the CPI Link are reflected within each piece of evidence. The Content Guide and Five Item Resources Documents serve as an insight to what those Links mean in terms of content and how they may be assessed across at least five items, as discussed in Module VI.
The next set of slides will provide examples and non-examples related to understanding five items and what that would look like for certain kinds of CPI Links.
NJ APA Teacher Training - Module VII

11. Five Items - “And” Pay attention to the verbs
Many links include more than one skill. When a link says “and,” both/all parts of the link need to be assessed in the evidence.
Pay attention to the verbs
e.g., 5.7.8B4 Matched Link – “Compare and contrast light absorption on two different objects*”
Compare and Contrast –The student might compare and contrast by providing 3 similarities and 2 differences between the objects, or any combination to make a total of 5 items.
e.g., B1Matched Link– “Identify reasons for species extinction and provide examples*”
Identify and Provide- Both must be evidenced 5 times in each activity since the link is asking the student perform two different things.
When a link contains the word “and,” both/all parts of the link must be evidenced. Sometimes the “and” connects two or more verbs, such as “compare” AND “contrast,” as shown here in the 5.7.8B4 Matched Link. So, the evidence must show the student comparing AND contrasting light absorption on two different objects.
Other times, the “and” connects two or more verbs, such as “identify” AND “provide,” as shown in the B1 Matched Link. The student must identify 5 reasons for species extinction and then provide 5 extinct animals that correlate to the extinction.
So, remember that when a link statement says “and,” both/all parts of the link must be present in the evidence.
NJ APA Teacher Training - Module VII

12. Five Items - “And”
5.9.8B1Matched Link: Compare and contrast the physical aspects of the Earth to other objects in our solar system*
This example constitutes five items.
Each question pertains to a similarity or a difference between Earth and another planet or object in our solar system.
This CPI Link requires the student to “Compare and contrast the physical aspects of the Earth to other objects in our solar system.” The student had to circle the correct answer that compares or contrasts Earth with another planet or object in our solar system. The example shows 5 items for this link.
NJ APA Teacher Training - Module VII

13. Rule 5: Five Items Example of 5 Items Non- Example of 5 Items
5.5.12B1 Matched Link: Identify reasons for species extinction and provide examples*
Example of 5 Items
Non- Example of 5 Items
This CPI Link requires the student to “Identify reasons for species extinction AND provide examples.” The evidence on the left is an example of five items for this CPI Link. For each item, the student had to do two things. The evidence on the left shows the student identifying five reasons for extinction and providing an example for each.
The evidence on the right shows six student responses, but those responses only constitute three items.
NJ APA Teacher Training - Module VII

14. Five Items - “And”
Many links include more than one skill. When a link says “and,” both/all parts of the link need to be assessed in the evidence.
Pay attention to the nouns, too
e.g., 5.5.4A1 Far– “Identify predators and prey*”
There is only 1 verb in this link: IDENTIFY, but there are 2 nouns—PREDATORS and PREY.
Predators and Prey - Both must be evidenced across the five items in each activity since the conjunction was AND.
When a link contains the word “and,” both/all parts of the link must be evidenced. Sometimes the “and” connects two or more verbs, such as “identify” AND “provide.”
Other times, the “and” connects two or more nouns, such as “predators” AND “prey.” So, the student’s identification must include predators AND prey.
So, remember that when a link statement says “and,” both/all parts of the link must be present in the evidence.
NJ APA Teacher Training - Module VII

15. Example of Five Items - “And”
When the Link has an “and” in it, 5 items are required across the skills rather than 5 items for each part of the link.
For instance, A1 Far Link: Identify predators AND prey*
In this example, identifying 2 predators and 3 prey meets the 5 item requirement.
Here, the “and” connects two nouns: predators, AND prey. For this Link, the student must identify both types of organisms: predators and prey. It is not necessary for the student to identify 5 predators, and 5 prey. The 2 different organisms can be assessed across a total of 5 items as illustrated in this example.
NJ APA Teacher Training - Module VII

16. Example of Five Items- “And”
When the Link has an “and” in it, 5 items across the skills are required rather than 5 items for each part of the Link.
For instance, A2 Near Link: Identify new moon, first quarter moon, full moon, and last quarter moon and arrange in order*
In this example, identifying the four phases is considered four items; putting the phases into the correct order is the fifth item. This meets the 5 item requirement.
Here, the “and” connects two verbs: “identify” AND “arrange.” For this Link, the student must first identify four phases of the moon; new moon, first quarter, full moon, and last quarter, and then arrange those phases in order. In this case, the four items represents the skill of identifying the phases, and the fifth item represents the skill of arranging the phases in order.
NJ APA Teacher Training - Module VII

17. Five Items Problem: Not Five Items
There must be enough items to assess the skill with a balance of right/wrong options. In this example, only 3 of the 10 examples are chemical reactions. As such, there are not 5 items.
Not Five Student Responses
There are only 3 student responses. Choosing not to mark an item is not considered a response.
5.6.8B1 Far Link: Identify examples of a chemical reaction*
Directions: Using a highlighter, identify examples of a chemical reaction.
The way this activity was set up, the student was supposed to highlight all the examples of a chemical reaction but do nothing to the examples that are not chemical reactions. Notice how the items the student did not highlight are marked as correct since those examples are not chemical reactions. As a result, the evidence appears to only have 3 student responses. If you choose this type of format, please keep in mind that each item must have a student response. So, in this case, the student should have been directed to cross out, put an X on, or otherwise differentiate the examples that are not chemical reactions from the ones that are chemical reactions.
Also keep in mind that there must be a balance of representation.  Since there are ten items, 5 of the items should represent chemical reactions, so that there is a balance of examples and non-examples of chemical reactions from which to choose.
Remember that evidence like this will receive zero scores for all dimensions!
WARNING: Evidence like this will receive zero scores for all dimensions!
NJ APA Teacher Training - Module VII

18. Five Items
Five Items
In this example, 6 of the 10 examples represent a chemical reaction, thus providing a representative balance of right to wrong options.
Five Student Responses
There are 10 student responses on this evidence. The student highlighted the 6 reactions AND marked the other reactions with an “X” for a total of 10 responses demonstrating the student’s knowledge of what makes a chemical reaction.
5.6.8B1 Far Link: Identify examples of a chemical reaction*
Directions: Using a highlighter, identify examples of a chemical reaction. Draw an “X” through the others
Here, it is clear that there are 10 student responses. Each item was marked by the student in some way. The student highlighted the chemical reactions and put an X on the ones that are not.
Also note that the number of correct answers versus the number of distractors has a balanced representation. The link skill was to “Identify” a chemical reaction. So, here the student was given ten reactions. Six of them are chemical, and four are not.
NJ APA Teacher Training - Module VII

19. Rule 6: Evidence of Student Responses
The student’s responses must be evident on a minimum of five items.
It is unacceptable for items to be left blank or marked “don’t know” or “no response.”
If the student makes random marks that show no indication of actual responses to the items on the activity, then the student’s responses are not evident, and that is unacceptable.
Student responses must clearly show an attempt to provide a response to the test items.
Be sure that all supports are in place so that the student has
an appropriate way to access materials and activities.
an appropriate way to communicate a response.
If needed, the student should be provided systematic prompting to elicit a response appropriate to the skill or concept.
As we just saw while discussing the student’s mode of communication, it is imperative that activities be presented to the student so that he/she understands what is being asked and is able to respond. And if the student is unable to provide an answer independently, he/she must be given prompting until an answer, even if incorrect, is given. Therefore, it is not acceptable for items to be left blank or marked “don’t know” or “no response.” The student’s responses must be evident. It is also unacceptable to submit evidence whereby there is no clear indication of the student’s response to the items. Be sure that the student’s needed supports are in place, and if the student cannot provide a response independently, then use prompting until an answer is given or until you must provide the answer using a physical prompt.
NJ APA Teacher Training - Module VII

20. Rule 6: Evidence of Student Responses
Non-Example
5.9.8B1 Far Link
Identify various objects in our solar system–must include more than planets*
Problem:
Not Five Student Responses
Marking all items incorrect because the student failed to complete them or did not know the answers is not acceptable. There must be a minimum of 5 student responses for the evidence to be scorable.
This piece of evidence is unacceptable because there are no student responses. Notice that it was scored 0% accurate but 100% independent. The teacher should have provided the student appropriate prompts so that the student could have provided responses.
NJ APA Teacher Training - Module VII

21. Rule 6: Evidence of Student Responses
Non-Example
5.8.4B2 Near Link:
Label the steps of the water cycle (precipitation, surface runoff, evaporation, condensation)*
Problem:
Student Responses are Unclear
The student made what appears to be random marks that show no indication of actual responses to the items on the activity. There must be a minimum of 5 readable student responses for the evidence to be scorable.
In this case, the student made marks on the activity, but the marks do not constitute responses to the items on the activity. The activity was clearly not accessible to the student. She may have needed motor assistance or a different mode of communication to help her access this activity. Or, since her score for independence was 100%, she could have been provided with prompts to elicit appropriate responses.
See Content Guide for what constitutes five items for this specific link.
NJ APA Teacher Training - Module VII

22. Rule 7: Assessing the Link: Connecting to the Essence
In order to score an entry, the evidence must reflect the content, concepts, and skills of the Standard, Strand, CPI, and the entire CPI Link being assessed.
Anytime you are unsure whether the evidence connects to the essence of the Standard, Strand, CPI, and CPI Link, refer to the following resources:
Content Guide and Five Items Resource documents
Standards Clarification Project
General Education Teachers
District Curriculum Personnel
Don’t forget that you have several resources to help you ensure the assessment activities you use for the APA connect to the essence of the standards, strands, CPIs, and CPI Links. Take advantage of these resources because they will help you avoid unscorable entries.
NJ APA Teacher Training - Module VII

23. Rule 7: Connecting to the Essence
Standard: 5.5 Characteristics of Life CPI: 5.5.8B1
Essence: Compare and contrast organisms using both internal and external characteristics
Matched Link: Using internal and external characteristics, compare and contrast two or more organisms between two kingdoms
Example
Non-Example
This CPI is from standard 5.5 Characteristics of Life, which is about how organisms evolve, reproduce, and adapt to their environments. Students working on this CPI should be building toward the idea that organisms from different kingdoms have evolved different traits to survive in their environments. The traits students should be comparing are those that illustrate the internal and external characteristics of the organisms that place them in these different kingdoms. The evidence on the left clearly outlines the main differences and similarities between these two kingdoms, such as whether or not they move. The evidence on the right compares two organisms from different kingdoms (plant/animal), but it only examines the superficial attributes like color. There can be many different colors of dogs and broccoli—that is not what makes them belong to different kingdoms. This piece of evidence does not help the student understand the larger differences between plants and animals as belonging to separate kingdoms.
NJ APA Teacher Training - Module VII

24. Rule 8: Assess the Same CPI Link and Skills
Both pieces of evidence must assess the same CPI Link.
If two different Links/skills are assessed, the entry will receive a score of zero for all dimensions.
Now, let’s look at Rule 8 – The same CPI Link and skills must be assessed in both pieces of evidence. The student must be assessed on the exact same skill in both pieces of evidence in order to make valid conclusions about that student’s performance.
NJ APA Teacher Training - Module VII

25. Rule 8: Assess the Same CPI Link and Skills
5.9.4A2 Far Link “Identify sun, Earth, new moon, first quarter moon, full moon, and last quarter moon*”
Non-Example
Here is an example of assessing two different Links. The evidence on the left is identifying the sun, Earth, new moon, first quarter moon, full moon, and last quarter moon which is the Far Link. The evidence on the right is identifying the new moon, first quarter moon, full moon, and last quarter moon and arranging them in order which is the Near Link. This is an example of a student being assessed on two different Links and would score a zero for all dimensions.
This is one reason it is always a good idea to read all of the link bullets provided for the CPI. Sometimes, links differ by only a few minor changes, such as the case on this slide. So, remember the rule: the same exact skill(s) must be assessed in both pieces of evidence.
Assesses the link-
Identify sun, Earth, new moon, first quarter moon, full moon, and last quarter moon* (Far Link)
Assesses a different link-
Identify new moon, first quarter moon, full moon and last quarter moon and arrange in order* (Near Link) 25
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26. “Or” – Object of the Skill
Pay attention to skills that require the student to categorize or compare (e.g., links including verbs such as sort/match/ classify, etc.).
For example, 5.7.8B3 Near Link – “Classify objects as insulators or conductors of heat - both insulators and conductors must be represented*”
There is only one verb in this link: CLASSIFY.
The “or” is between the nouns INSULATORS and CONDUCTORS. These are the two classification systems that must be used when sorting objects.
The evidence must show the student having classified objects as insulators or conductors of heat.
In links that require a student to identify by comparison, sort, or classify, etc., the student must be assessed using all categories within a piece of evidence. For example in “Classify objects as insulators or conductors of heat - both insulators and conductors must be represented*,” the student must classify the objects using both categories on both pieces of evidence to meet the full link. If the student classifies objects as insulators in the initial piece of evidence and then classifies objects as conductors in the final piece of evidence then a different part of the CPI has been assessed for each piece of evidence. This will result in the entry being considered unscorable and will receive a zero in all three dimensions of the APA Scoring Rubric.
NJ APA Teacher Training - Module VII

27. Rule 8: Assess the Same CPI Link and Skills
Initial evidence assesses just two categories: herbivores and carnivores.
5.5.4A1 Near Link: Classify organisms by whether they are herbivores, omnivores, or carnivores*
Non-Example
Final evidence assesses all three categories, as it should.
This is an example of assessing two different skills or parts of a CPI Link. The CPI Link requires that organisms are classified as herbivores, omnivores or carnivores and all three classifications must be identified across at least 5 items. The evidence on the left assesses just two categories: herbivores and carnivores. The evidence on the right assesses all three categories: herbivores, omnivores and carnivores across the 5 items. Entries that assess a different skill for each piece of evidence is considered unscorable and will receive a zero in all three dimensions of the APA Scoring Rubric.
Although the link specifies “or,” both activities
must assess all three categories. 27
NJ APA Teacher Training - Module VII

28. 5.5.12A2 Far Link: Identify the structure and function of plant cells*
Rule 8: Assess the Same CPI Link and Skills
Assessing different parts of the CPI Link
5.5.12A2 Far Link: Identify the structure and function of plant cells*
Non-Example
The final evidence assesses only identifying the function of the organelle (a different part of the link).
The initial evidence assess only identifying the structure of a plant cell (part of the link).
In this non-example, the first piece of evidence only assessed identifying the structure of a plant cell, and the second piece only assessed identifying the function of the organelle. Each piece assessed only part of the skill, and they are different parts. The skills are not comparable, and therefore the scores are not comparable. This entry will receive a score of zero for all dimensions.
Because each piece assessed a different part of the link, the entry will receive a score of “0” for all dimensions.
NJ APA Teacher Training - Module VII

29. Rule 9: Must not include more than the skills contained within the CPI Link.
In order to score an entry, the evidence must reflect ONLY those skills contained in the CPI Link being assessed.
Skills assessed must reflect the content and concepts of the CPI, strand and standard, but not go beyond the complexity or difficulty level of the CPI Link assessed.
If the evidence assesses more than the skills contained in the Link, the entry will receive a score of zero for all dimensions.
Now, let’s look at Rule 9 – Only the skills and concepts contained in the CPI Link can be assessed for the APA. Instruction may include multiple skills and concepts that are related and create the big picture, but the additional skills and concepts should not be included in the APA evidence. A student may have acquired more skills than what the Link addresses, but APA evidence must assess only the skills contained in the specific Link documented on the Entry Cover sheet and nothing more.
Review the next couple slides for examples and non-examples for Universal Scoring Rule 9.
NJ APA Teacher Training - Module VII

30. Rule 9: Do Not Assess More Than the Link
Non-Example
5.9.8B1 Far Link: Identify various objects in our solar system - must include more than planets*
The student’s performance score is based on more than “Identify various objects in our solar system—must include more than planets.” It is also based on identifying objects outside our solar system. Since all objects were identified correctly and were used to calculate the score, the overall score represents a higher score than the student’s actual performance on the skills of the CPI Link.
NJ APA Teacher Training - Module VII

31. Acceptable Phases of the Moon
CPI 5.9.4A2: Recognize and describe the phases of the moon
Essence of the CPI: Identify the basic pattern of the moon’s appearance and classify as new, first quarter, full, or last quarter.
CPI 5.9.4A2 Near Link: Identify new moon, first quarter moon, full moon, and last quarter moon and arrange in order*
When assessing phases of the moon, only use the following four phases: New Moon, First Quarter Moon, Full Moon and Last Quarter Moon.
The 2004 Science Standards only require four phases of the moon be assessed for CPI 5.9.4A2. When assessing phases of the moon, only assess the following four phases: New moon, first quarter moon, full moon and last quarter moon. Any other phases described or assessed will be considered more than the link requires and will receive a zero in all three dimensions of the APA Scoring Rubric.
The 2004 Science Standards require that only the these four phases of the moon be assessed for CPI 5.9.4A2
NJ APA Teacher Training - Module VII

32. Rule 9: Do Not Assess More Than the Link
Example
5.5.12B1 Far Link: Given an extinct species, identify the reason for its extinction*
Not Scored
The activity required the student to identify both “endangered” and “extinct” species as part of a classroom lesson.
However, because the CPI Link used for assessment only mentions extinct species, the teacher only scored the items that reflected “extinct” species.
Since the teacher did not include the items about “endangered” species in the APA scores, this an acceptable piece of evidence.
Extinct Species
Scored
This CPI Link requires that the student provide examples of extinct species. Notice that only the information on extinct species is assessed. This evidence is an excellent example of how instruction may be much more rich and involved but, for scoring the APA, only the items directly related to the CPI Link are counted in the score.
Although we have seen this type of evidence used correctly in the past, we have also seen it used incorrectly.  Understanding how to produce acceptable evidence may be challenging for a new APA teacher; therefore the use of evidence that scores only part of the activity is recommended only if you are very clear on what items are assessing the skills within the link and which items are not.
NJ APA Teacher Training - Module VII

33. Review
Information needed to answer these questions is found throughout Module VII of the training. You may go back to any part of the training or to the Procedures Manual to find the answers. You should not continue with the training until you can answer all of these questions correctly.
Please answer the questions presented on the next two slides as a review of the material introduced in Module VII. If you have difficulty answering any of these questions, review this module and the Procedures Manual.
NJ APA Teacher Training - Module VII

34. Review Is it acceptable for an activity to assess more than 5 items?
What does it mean to connect to the Essence of the CPI?
Is “September 12” a complete date?
If a link requires identifying the structure and function of plant cells, can you assess the plant cell’s structure in the initial evidence and the plant cell’s functions in the final evidence?
NJ APA Teacher Training - Module VII

35. Activity description for final evidence:
5. Does this piece of evidence address the Essence of 5.9.4A1?
Standard: Astronomy and Space Science Strand: A Earth, Moon and Sun System
CPI: Observe patterns that result from the Earth’s position relative to the sun and rotation of Earth on its axis
Essence: Understand the reasons for day, night, and year
Far Link: Identify daytime and nighttime based on Earth’s rotation in relation to the sun*
Activity description for final evidence:
“Kahil was given a worksheet with five pictures of Earth. He then had to identify daytime and nighttime by labeling.”
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36. Review Module VII Answers
Yes, as long as there are at least 5 items.
The CPI Link cannot be addressed in isolation. It is necessary to review the Standard, Strand, CPI, and Essence to ensure the Link is leading toward understanding of the CPI.
No. A complete date includes month, day, and year.
No. The full link must be assessed in both pieces of evidence.
Yes. It identifies daytime and nighttime based upon Earth’s rotation and its relation to the sun.
Once you have answered all questions correctly, you will be ready to move on to the scoring portion of the training found in Modules VIII, IX and X.
NJ APA Teacher Training - Module VII